I. Objectives
How does this lesson connect to the unit plan?
Social Studies unit on the concept and practices of history: what is history and how do we study it?
cognitiveR U Ap An E C*
Demonstrate chronological thinking by distinguishing among past, present and future using family or school events.
Look for evidence or clues about the past in the words and pictures of a book
physical
development
socioemotional
R, U
A
A
An
Common Core standards (or GLCEs if not available in Common Core) addressed:
SL 2.1 Participate in collaborative conversations with diverse partners about garde 2 topics and texts with peers and adults.
RI. 26 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Outline assessment
activities
(applicable to this lesson)
Because this is the first lesson in social studies, there are not significant prerequiste knowledge or
skills required in that area. Prerequisite skills for the lesson would also be reading and writing skills.
Pre-assessment (for learning): Reading and writing skills tested through DIBELS and English literacy tests. 2/17
students displayed grade 2 average comprehension level on DIBELS.
Formative (for learning): informally evaluate verbal responses of students during group discussion and
participation in filling out t-chart to record clues from pictures and words that the story takes place in the past.
Students responses to Comparing the past and present worksheet
Formative (as learning): as students fill out past and present worksheets, books are available to look for ideas.
Example sheet is on the elmo.
Summative (of learning): -Provide Multiple Means of
Provide Multiple Means of Action
Provide Multiple Means of
Representation
and Expression
Engagement
Provide options for perceptionProvide options for physical actionProvide options for recruiting
making information perceptible
increase options for interaction
interest- choice, relevance, value,
authenticity, minimize threats
Show video with pictures(visual)
Students sit on rug for story and to
and reading(audio) of ox cart man.
help fill out t-chart (on chart paper). Students fill out comparing the
past and present workseet or fill
(Students verbally give words and
Students return to desk/work area
out their own t-chart comparing the
pcitures, teacher writes)
to fill out personal t-chart.
past and the present.
Students and teacher write to fill
out T-chart with words and pictures
that give clues about the past.
1-19-13
http://www.spanishdict.com/
Provide options for comprehensionactivate, apply & highlight
Show video with pictures(visual)
or read concrete copy of book and
reading(audio) of ox cart man.
(Students verbally give words and
pictures, teacher writes)
Students and teacher write to fill
out T-chart with words and pictures
that give clues about the past.
Students then have the option to
write their own t-chart or compete
comparing the past and present
worksheet
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
1-19-13
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
1-19-13
Closure
(conclusion,
culmination,
wrap-up)
1-19-13
1-19-13
1-19-13